Suchergebnisse

L'articolo prende spunto dalle recenti direttrici di indagine pedagogica italiana che sottolineano la centralità che ricopre, oggi, la questione della formazione interculturale degli insegnanti e della leadership educativa per accogliere le sfide lanciate dalla pluralità ed eterogeneità delle classi multiculturali, nonché dalle realtà dei contesti educativi a forte complessità sociale. La scuola rappresenta il luogo privilegiato di costruzione del dialogo interculturale, luogo centrale per la costruzione di destini formativi e spazio relazionale privilegiato per promuovere esperienze d'incontro delle differenze e affermare i principi etici dell'alterità e della convivenza democratica In tale ottica, verrà assunto il modello della teacher leadership in chiave inclusiva e interculturale quale prospettiva interpretativa in grado di fornire una nuova visione e significati di senso alla qualità dell'insegnamento e della formazione in servizio. Su tali premesse, si afferma la necessità di un maggiore investimento nella formazione degli insegnanti, affinché acquisiscano una leadership educativa fondata su conoscenze e competenze pedagogiche interculturali per promuovere processi di integrazione e di inclusione educativa di tutte le diversità. The concept and practice of intercultural and inclusive education have gained momentum in the recent decades. In this sense, the Italian school system has now acquired a multicultural trait while teacher education has become the key to support to the development of a quality inclusive education system. To welcome diversity of all learners, leadership practice is a crucial element in gearing education systems towards inclusive values. Also, the role of teachers in multicultural contexts is central in determining educational and didactical processes and practices based on the principles of an open and inclusive intercultural school. Within this context, this article focuses on the issue of teacher leadership and explores various interpretations and definitions within the literature. It examines the relationship between teacher leadership and intercultural and inclusive education. Finally, it calls for a "teacher leadership for inclusion" which can be seen as a "vital necessity" of any intercultural training course and professional development for teacher.

This qualitative case study seeks to understand the conceptualisation and application of Greenleaf's servant leadership attributes of participants at the Faculty of Education (FOE) of the National University of Samoa (NUS). At present, studies on servant leadership conducted in education systems and institutions demonstrate a positive relationship between servant leadership and school climate, principals' school management, student achievement and interdependency. It is an indication of a growing interest in the concept and its practical application to the workplace. Previous research on servant leadership had been confined to the business arena.

The purpose of this study was to determine the effect of principal leadership style on the performance of primary school teachers in Narmada District, West Lombok Regency. This quantitative study was conducted at the Narmada District Public Elementary School in West Lombok Regency using an ex-post facto approach. The population in this study included all primary school teachers in Narmada District, West Lombok Regency, a total of 340 Government Employees teachers and 50 Regional Permanent Teachers. The survey sample of 79 teachers obtained by proportional random sampling. The research tool used as a measure of research variables was a Likert scale model questionnaire. The data analysis technique used in this study is regression analysis. Before performing the data analysis, the data analysis test is performed, which includes multicollinearity, autocorrelation, homogeneity, and normality data tests and continues with hypothesis tests. The results showed that there was a positive influence on the principal leadership style on the performance of primary school teachers in Narmada District, West Lombok Regency

Teacher leaders play an important role in advancing learning in schools. However, this theme is under-researched, particularly in the Indonesian school context. This study investigated how Indonesian teachers rate themselves as being teacher leaders using the Teacher Leadership Self-Assessment (TLSA) instrument with a quantitative approach. The data was collected from 3,564 teachers from Lampung Province, Indonesia, with a cross-sectional method using an online platform. The collected data was analysed using the Rasch Analysis approach and showed good reliability and validity for the TLSA instrument as well as the Indonesian data. The findings showed that Indonesian teachers perceived themselves as having high levels of teacher leadership, but at the same time, the behaviours under the construct of communication were rarely engaged in and was thus identified as an area for improvement. Meanwhile, in terms of perceiving themselves as teacher leaders, the senior teachers, and those with more working experience were more significantly different in many constructs compared to the other demographic variables. The implications of this study suggest that there is still room to enhance teacher leadership by identifying the constructs and considering the teachers' demographic variables.

"In Why Leaders Fail and What it Teaches Us About Leaders Willem Fourie helps us make sense of leaders' failures and why our expectation of leadership infallibility is misguided Whereas some leadership failures can be rectified, others lead to the failure of teams, organisations or institutions. Using cutting-edge research and reflective practices, Fourie explores leaders' failure at these personal, interpersonal, group, organisational levels and beyond. He explores five factors that cause leaders to fail: Ignorance of personal weaknesses The pretence that they know everything Overconfidence in their influence over others Destructive bias Bad fit in their organisation The author shows that our heroic bias - the expectation that leaders should be exceptional, charismatic individuals with a higher level of agency than other people - in many contexts increases the chances of leaders failing. The book offers readers with the tools to understand and respond to leader failure, distilled into seven lessons for post-heroic leaders. This is an ideal book for students and researchers in leadership, leadership development and management as well as professionals seeking to enhance their leadership skills"--

Since the 1990s, teachers have become more prone to job burnout as education reforms worldwide have intensified their workload. We examined the relationships between teacher burnout, transformational leadership, and psychological empowerment among 339 primary and secondary school teachers in China. Results show that transformational leadership and psychological empowerment negatively predicted teacher burnout, and the transformational leadership–teacher burnout relationship was mediated by psychological empowerment. Of the four dimensions of psychological empowerment, the meaning, selfdetermination, and competence dimensions significantly mediated the transformational leadership–teacher burnout relationship. Thus, transformational leadership alleviated teacher burnout because it enhanced teachers' sense of work meaningfulness, self-determination, and competence.

According to the U.S. Department of Health and Human Services (2010) there is a significant disparityin life expectance rates between Caucasian males and ethnic minority males in the United States,resulting from factors that include nutrition. While the employment outlook for dietitians and nutritionistsis expected to grow by 9.24% through 2018, to approximately 65,000, the percentage of self-employedprofessionals within the sector is expected to decrease slightly from 8.81% to 8.49% (Bureau of LaborStatistics, 2010).

In current times, the increasing demands of principalship and the complexities facing schools have led to the emergence of distributive forms of leadership in schools. The dissatisfaction with traditional models has resulted in a paradigm shift where leadership focus on the position of individuals in the hierarchy has been rejected in favour of collective leadership practices. In an era of democracy, distributive leadership continues to attract attention as a relevant model for the twenty-first century school. Using a mixed methods approach, we investigated teacher experiences and perceptions of the practice of distributive leadership in South African public primary schools in the Soweto region. Soweto is a township in South Africa steeped in political history associated with the struggle against apartheid (pre-1994) and which, to date, comprises predominantly black residents. Findings from the qualitative phase of the research revealed that distributive leadership had not taken root in schools in Soweto. However, the quantitative findings showed the early stages of a movement towards distributive leadership.

The focus on schools as communities of learning for teachers has prompted professionals to investigate the role of professional learning within a school context. This is an attempt to investigate the voice of the principal regarding the implementation of teacher collaboration in his or her school, and to determine how teacher collaboration is aligned with assumptions of invitational education (IE). A qualitative method of inquiry was employed to illuminate the experiences of a particular primary school principal in his endeavors to create and maintain a collaborative learning environment among teachers in an inviting school in South Africa. Data were analyzed using the four assumptions of IE, namely, respect, trust, optimism, and intentionality. From the findings, it was clear that the implementation of teacher collaboration in the school was aligned with the four assumptions of IE. This study provides an appropriate basis for developing such a collaborative teacher community, thus improving teacher and student learning. However, because school contexts have a powerful effect on teacher collaboration, it is important to contextualize teacher collaboration according to schools' particular needs and challenges.

Die wiederholten Schulboykotts schwarzer Schüler wenden sich gegen ein Schulsystem, das sie materiell benachteiligt und zu Menschen zweiter Klasse degradiert. Sollte die Regierung keine Reformanstrengungen unternehmen, könnten die Kirchen in Zusammenarbeit mit aufgeklärten Teilen der Wirtschaft ein eigenes Schulwesen aufbauen. (DÜI-Spe)

Although teacher morale may be defined in multiple ways, most definitions include two themes:teachers have personal needs and the (Bentley R R Remple A M 1970 Manual for the Purdue teacheropinionaire)perceived realization of these needs within the organization often impacts their state ofmind and performance. According to Webster's Dictionary (2010), morale is a person's mental statethat is exhibited by assurance, control, and motivation to perform a task. Bentley and Rempel (1970)defined teacher morale as the degree to which the needs of a person are satisfied, and the person'sperception of how the job situation brought the state of satisfaction of the worker to fruition. As cited inthe Administrator's Handbook for Improving Faculty Morale (Andrews, 1985), Smith defines morale asa confident state of mind that progressively looks to achieve an essential and shared function.